Spoken English is a kind of ability to express ideas and communicate orally. The most effective way to cultivate oral English ability is to offer oral English classes, so that students have more opportunities to participate and imitate. However, it is difficult for non-English majors to offer oral English classes because of the lack of English input, heavy learning tasks and insufficient class hours. Therefore, the oral teaching mentioned in this paper is arranged in the intensive reading class.
1, oral topic choice and social and cultural factors
Traditional college English teaching attaches great importance to the standardization of grammar and language, but pays little attention to the customs of language countries. Therefore, teachers should be aware of the necessity of cultural introduction in foreign language teaching. Cultural knowledge and cultural adaptability are important components of communicative competence. In the process of college English teaching, the introduction of English-related cultural content can not only improve students' interest in learning, but also meet the needs of learners to adjust their knowledge structure. Secondly, because in classroom teaching, teachers provide students with an environment for learning languages, so teachers' understanding of the role of social and cultural factors in teaching is decisive. Teachers should consciously train students to observe and understand the social context of language, observe what style is used on what occasions, and understand the relationship between the identity of the speaker and the depth of friendship and style of the speaker. In the process of college English teaching, it is appropriate to teach conventional languages. Moreover, in the process of teaching a language, consciously combine the language form with the language environment to avoid the interference of the mother tongue as much as possible. For example, for China people, ask questions about age, income, property, marriage and family. It is a casual and main topic in daily greetings. However, for people in Britain and the United States, the above problems are considered as "official, noisyquestions" and even infringe on their privacy. In addition, people in China like to ask others, "Where have you been?" . This greeting language is literally translated into English in JF, meaning "Where have you been" and "Where have you been". When greeting with these two sentences, most English speakers will be very unhappy, and their first reaction is likely to be: none of your business! Do you care! It can be seen that cultural introduction is not only the basis and premise of foreign language learning, but also the only way to learn a foreign language well.
2. The choice of oral topic and learners' interest.
Plato said: "Interest is the teacher of learning". Einstein also said, "Love is a teacher". All these show the importance of interest in learning. Interest in foreign language learning is an emotional activity that foreign language learners try their best to understand the world and are eager to acquire foreign language knowledge. From the perspective of modern psychology, when learners are interested in a subject, they will have a sense of reason to master knowledge, which will make the brain senses in the most active state, make learners think deeper, imagine more actively and remember more firmly. Therefore, teachers should try to choose some topics that students are interested in in in oral English teaching. The author has asked students many times why they spend so little time on English learning after class. Almost all students say that it is better to read professional books than to spend time on seemingly unintelligible English. It can be seen that most students still attach great importance to their majors. Teachers can consider choosing topics related to learners' majors when conducting oral activities.
Let's find some classic English advertising words to discuss after class. Under the premise that students have formed a strong interest, they naturally speak enthusiastically and the classroom atmosphere becomes extremely relaxed. Of course, when choosing oral topics, teachers should try to combine the contents of the text taught at that time and choose some topics that students are interested in as classroom introduction.
3. The relationship between topic selection and "listening" and "speaking"
Language input includes listening and reading. Language output refers to writing and speaking. When we want students to talk, that is, when we need to output, we need to provide a lot of input. Oral English teaching actually includes two aspects: listening and speaking, and listening should start from speaking. After students are exposed to English language through listening, they can begin to train their oral English ability. Teachers should combine "listening" and "speaking" well in oral English teaching, carefully select the content of "listening" and let students summarize the topic of "speaking" themselves in the process of "listening". For example, let students listen to a long conversation about dieting and losing weight, "How does it feel to lose weight?" After listening to the tape, the teacher asked the students to think about whether we should go on a diet to keep healthy. Guide students to compare positive and negative aspects. Of course, you may not be able to use what you can understand and understand, but the more you understand and understand, the wider the scope of use and the stronger your oral English. In this process, students' listening and speaking ability has been exercised and their language application ability has been improved, which are two important links in language teaching. In the process of English teaching, the choice of topics is extremely extensive. Of course, an oral English teaching class is influenced by different people, different environments and different personal objective emotions, and the specific operation depends on the specific situation at that time.